ОСВОЕНИЕ ВТОРОГО ЯЗЫКА: РАБОТЫ ВЫГОТСКОГО ПО МЫШЛЕНИЮ И ПРОЦЕССУ ИЗУЧЕНИЯ ЯЗЫКА

The system of meanings created by unifying thought and speech processes was the central theme of Vygotsky's work and represents the basis on which the concepts that made him most famous, including the zone of proximal development, the use of signs/symbols for mediation of activity and the subsequent development of higher psychological processes, in-ternal and private speech, the game and the role of the social/cultural/historical development situation. Many researchers use these concepts to introduce their research into the development of the second language. Less well known is the fact that Vygotsky used a conceptual system of values ​​to study the development of the human psyche by analyzing higher psychological process-ses, such as logical memory, active attention and verbal perception in connection with the use and development of language. The analysis of mental systems for revealing the origin and deve-lopment of human consciousness was the central part of Vygotsky’s research, which lasted for a decade. He regarded consciousness as a system of systems, and began his study of consciousness by analyzing a system of values ​​created through the unification of thought and speech processes. Despite its central importance, the system of meanings was not widely studied in the studies of the second language, illuminated by sociocultural theory and sociocultural research as a whole. This article describes Vygotsky’s analysis of the system, which is based on and in turn develops the use of language, and describes how such an analysis illuminates the processes involved in mastering and developing the second language.